Correlational Meta-Analysis: Independent and Nonindependent Cases

Tracz, Susan M.; Elmore, Patricia B.; Pohlmann, John T.

doi:10.1177/0013164492052004007

Cited by 53 publications

(41 citation statements)

References 7 publications

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“…Second, if effect sizes were reported separately by outcome type (e.g., if both a knowledge and skill measure were reported), these effects were considered independent cases (Bijmolt and Pieters 2001;Tracz et al 1992). Third, within outcome type (e.g., if multiple knowledge measures were reported), mean effect size estimates were calculated.…”

Section: Inclusionary Criteriamentioning

confidence: 99%

A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

Landers

Reddock

2016

J Bus Psychol

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Purpose Research examining learner control of adult webbased instruction has been inconsistent, showing both positive and negative effects on learning outcomes. In addition, the specific implementation decisions made across studies that are labeled ''learner control'' often differ dramatically. The purpose of the present study was to provide a theoretical framework by which to understand objective learner control and to empirically test it. Design/Methodology In this study, a nine-dimensional hierarchical framework of objective learner control was developed from an extensive literature review. This framework includes instructional control (skip, supplement, sequence, pace, practice, and guidance control), style control (i.e., control of aesthetic training characteristics), and scheduling control (time and location control). Hypothesized effects were tested meta-analytically. Findings Findings suggested that (1) types of learner control are almost always confounded in experimental learner control research; (2) objective learner control is not a multidimensional construct but instead of a set of related design choices; (3) across types, learner control is generally effective in skill training but varies greatly in knowledge training and in terms of reactions; and (4) sequence control is the only type that generally does not harm either learning or reactions across contexts. Implications Given the significant confounding present in most of the literature, learner control researchers are recommended to isolate specific control features. Practitioners should identify specific targeted outcomes and choose features according to those goals. Originality/Value This is the first study to propose and test a theoretically derived framework of objective learner control, providing a roadmap for research and state-of-theart practice.

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Section: Inclusionary Criteriamentioning

confidence: 99%

A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

Landers

Reddock

2016

J Bus Psychol

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“…Using more than one effect size estimate from the same study violates the assumption that the effect sizes are independent. However, this kind of violation does not substantially affect statistical precision (Tracz, 1984(Tracz, /1985Tracz, Elmore, & Pohlmann, 1992). If we had not used more than one effect size estimate from experiments that manipulated a potential moderator variable, we could not have properly conducted the moderator analyses, because we would have had to discard (or code into a mixed category) some of the most relevant information.…”

Section: Effect Size Analysesmentioning

confidence: 99%

Prospective and retrospective duration judgments: A meta-analytic review

1997

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A meta-analytic review compared prospective and retrospective judgments of duration, or duration judgment paradigm. Some theorists have concluded that the two paradigms involve similar cognitive processes, whereas others have found that they involve different processes. A review of 20 experiments revealed that prospective judgments are longer and less variable than are retrospective judgments. Several theoretically important variables moderate these effects, especially those concerned with information processing activities. Therefore, somewhat different cognitive processes subserve experienced and remembered duration. Attentional models are needed to explain prospective judgments, and memory-based models are needed to explain retrospective judgments. These findings clarify models of human duration judgment and suggest directions for future research. Evidence on duration judgments may also influence models of attention and memory.Timing is essential to ensure the optimal functioning of organisms. People may look both backward and forward into time, remembering past events and anticipating future events. Under many conditions, people focus mainly on present events. A person must encode temporal properties of important events, construct cognitive representations of those properties, and use those representations for actions. For example, driving a car requires a person to estimate durations in order to engage in appropriate actions at the correct time.Perhaps because the time dimension plays such an important role, the psychology of time was one of the important topics of early psychological research and theorizing (Block, 1990;Michon & Jackson, 1985). We may view human temporal experiences in several ways, depending on whether we emphasize simultaneity, successiveness, temporal order, duration, or temporal perspective. We focus here on duration, especially in the range of seconds and minutes. Duration timing in this range is essential for representing the present and recently past external environment. The experience ofduration is the most

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“…Although caution has been advised regarding the analysis of nonindependent effects (e.g., Wolf, 1986), we included all effects from a particular study if the data were available. Besides, it has been argued that the nonindependence violation does not greatly affect statistical precision (Block, Zakay, & Hancock, 1998;Tracz, Elmore, & Pohlmann, 1992).…”

Section: Effect Size Calculationsmentioning

confidence: 99%

The effects of age and task domain on dual task performance: A meta-analysis

Riby

Perfect

Stollery

2004

European Journal of Cognitive Psychology

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Recent research has provided mixed findings as to whether older adults find dual tasking problematic. Here, we examined whether methodological variations across studies can account for the discrepancies in the literature. Meta-analyses conducted on the results of 34 studies conducted between 1981 and 2003 found a strong overall effect size (d = .68), which indicated a clear age-related dual tasking impairment. However, this effect size was not representative of all the individual studies reported. Subsequent analyses, using an analysis of variance analogue (Hedges & Olkin, 1985), investigated potential moderators responsible for the variability in the effect sizes across studies. These secondary analyses included a comparison of dependent measure used, whether baseline differences in performance had been controlled for, and task domain. Task domain was found to be the critical moderator variable. Notably, tasks with a substantial controlled processing, or motor component showed greater dual task impairment than tasks that were relatively simple or relied on automatic processing.

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Correlational Meta-Analysis: Independent and Nonindependent Cases

Cited by 53 publications

References 7 publications

A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

Prospective and retrospective duration judgments: A meta-analytic review

The effects of age and task domain on dual task performance: A meta-analysis

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